Page 224 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
audience. The readers, listeners, or viewers for which a particular work is intended. In plan- ning a piece of writing, writers must take into account the purpose and audience in choosing an appropriate form of writing.
authentic language task. A language learning task that involves using language in relevant real-world situations (e.g., exchanging e-mails with a friend, making a purchase in a store, reading the menu from a restaurant, listening
to a podcast on a subject of interest) to enhance one’s understanding and/or one’s ability to communicate. Because the task is drawn from the real world, it is more meaningful, enabling one to be more engaged and to connect learning with one’s prior experiences.
authentic materials (texts). Learning materials (e.g., newspaper articles, short stories, novels, poems, television programs, films, websites) originally created for public consumption and designed for the target-language audience. Language structures in authentic materials are not simplified or adapted, as they are in texts designed specifically for language learners.
As students develop competence in the target language, they are better able to understand the content of authentic materials.
body language. Non-verbal communication through gestures, facial expressions, and body movement.
characteristics of text forms. The key elements of a particular text form (e.g., story: plot, characters, setting, theme).
cognate. A word that is related to a word in another language (or in the same language) because the two words have a common source (e.g., English school and scholar; English school and Spanish escuela).
coherence. The underlying logical connectedness of the parts of an oral, written, or visual text.
A paragraph is coherent if all of its sentences are connected logically so that they are easy to follow. An essay is coherent if its paragraphs are logically connected.
colloquialism. A word or expression used in everyday conversation but not in formal language (e.g., Gimme a break!).
communicative competence. The ability to comprehend and produce fluent and appropriate language in all communicative settings.
comprehension. The ability to understand and draw meaning from spoken, written, and visual communications in all media.
comprehension strategies. A variety of cognitive and systematic techniques that students use before, during, and after listening, reading,
and viewing to construct meaning from texts. Examples include: making connections to prior knowledge and experience and to familiar texts; skimming text for information or details; scanning text to determine the purpose of the text or type of material; visualizing to clarify or deepen understanding of the text; finding important ideas; questioning; adjusting reading speed according to the level of difficulty of the text
or the kind of reading; rereading a passage to clarify meaning; reading ahead; considering how the meaning of the text matches up with prior knowledge; summarizing information; inferring; analysing and synthesizing. See also reading strategies.
concept map. A graphic organizer that students can use to explore knowledge and gather and share information and ideas. Features of concept maps may include various shapes and labels,
as well as arrows and other links to show relationships between ideas.
concrete poem. Visual poetry, in which the shape or form created by the placement of the words helps to convey the idea/theme of the poem.
context. The parts of a text that precede and follow a particular word or passage and determine or contribute to its meaning.
critical analysis. A careful evaluation, in written or oral form, of a particular text. Critical analysis typically consists of close examination, inter- pretation, and assessment.
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